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Education based on the Jesuit value of cura personalis, “care for the whole person,” requires approaches quite different from the “sit and get” formulas from academia's past (and sometimes the present). If learners are to master course content and develop ways to use course content to “do their lives better” and thus be in a better position to serve themselves, their families, and their communities better, learners must be actively engaged in the learning process. Learning styles theory and practice offer insights on how facilitators can structure learning sessions so that students participate in learning new things in active ways. This time-tested approach to designing instruction that helps learners better experience another Jesuit value, the magis—the “more” of learning, involves moving through a teaching/learning cycle that, at one time or another, meets the predominant learning styles in the class or course and actively engages students in the learning process. This approach also helps facilitators meet the challenge of designing course sessions that are lively and interactive and helps learners experience greater “unity of heart and mind”, another Jesuit value. “Telling is not teaching, and listening is not learning!”1



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